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Assessment of Young Students

Assessment of Young Students. Marcia Rosenbusch National K-12 Foreign Language Resource Center Iowa State University Eileen Lorenz Center for Applied Linguistics Washington DC. Student Oral Proficiency Assessment (SOPA).

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Assessment of Young Students

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  1. Assessment of Young Students Marcia Rosenbusch National K-12 Foreign Language Resource Center Iowa State University Eileen Lorenz Center for Applied Linguistics Washington DC

  2. Student Oral Proficiency Assessment (SOPA) Goal: To find out what students can do with the language they are learning.

  3. K–12 Foreign Language Standards • Standard 1:Communication Interpersonal Mode Interpretive Mode Presentational Mode • Standard 2:Cultures • Standard 3:Connections • Standard 4:Comparisons • Standard 5: Communities Standards for Foreign Language Learning in the 21st Century. (1999). National Standards in Foreign Language Education Project. American Council on the Teaching of Foreign Languages, et. al.

  4. What Skills are Rated? • Oral Fluency • Grammar • Vocabulary • Listening Comprehension Each is derived from the ACTFL Guidelines, 1999.

  5. Non-Immersion SOPA • Warm Up: (Put students at ease) Introductions • Task 1: Fruits/other objects (Identify, name) Goal: To assess listening, word-level speech • Task 2: All about You (Answer informal questions) Goal: To give students opportunity to create with language on familiar topics • Task 3: Community or Classroom Activity (Follow/giving commands, describe) Goal: To give students opportunity to create sentence-level speech • Wind down: Finish at student’s comfort level

  6. Task 1: Fruits • Identifying (Where are the red fruit?) • Naming (What is this fruit called?) • Following instructions (Put the fruit here. Count them.)

  7. Task 2: All About You • All about you • Answering informal questions How old are you? What do you do on your birthday? Do you have brothers or sisters? Would you like to have a sister/brother? Do you have a pet? What is it called? What is it like? Why?

  8. Task 3: The Community • Identifying • Following instructions • Describing What do you have there? Where is the red fire truck? Where is the fireman? Take the dog. The dog is playing with a ball in front of the apartment building. What is the mailman doing in the pet store? What is the woman doing? Why?

  9. Wind Down • Following instructions • Positive ending, task students can complete successfully! Simon says... Touch your head; Raise your right hand; Touch your left eye. Clap for both of you.

  10. K–12 Foreign Language Standards 1–3 • Warm-up (Saludos) Interpersonal • Identifying/Naming • (Frutas) Interpretive, Interpersonal, • (Animales)Making Connections • Answering Informal Questions • (Gustos y Vida Personal) Interpersonal, Interpretive, • Cultural Practices • Giving Commands/Describing • (Como Crecen las Plantas)Interpretive, Interpersonal • (El Ciclo de Aqua) Making Connections • Narrating • (Ricitos de Oro y los Tres Osos) Presentational, Interpersonal • Speaking to Persuade • (Reglas Nuevas) Interpersonal,Interpretive,Presentational • Wind-down (Simón Dice) Interpretive • Cultural Awareness Cultural Products, Practices, Comparisons American Council on the Teaching of Foreign Languages. (1999). Standards for foreign language learning: Preparing for the 21st century. Yonkers, NY: ACTFL.

  11. SOPA Rating Scale:Main Levels • Junior Novice • Junior Intermediate • Junior Advanced

  12. COPE/SOPA Rating ScaleSublevels • Junior Advanced-High • Junior Advanced-Mid • Junior Advanced-Low • Junior Intermediate-High • Junior Intermediate-Mid • Junior Intermediate-Low • Junior Novice-High • Junior Novice-Mid • Junior Novice-Low

  13. ForMore Information SOPA training is offered through • 2-day, live workshops • Online training courses Contact: Lynn Thompson (lynn@cal.org) Or visit www.cal.org/topics/ta/flassess.html

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